PROFED 107

Assessment in Learning 2

Unit 2

PERFORMANCE ASSESSMENT
Intended Learning Outcomes:

1. Describe the features of authentic assessment and 21st

Century Assessments,
2. Develop appropriate assessment rubrics or customize
existing ones to fit the desired outcome, and
3. Design and develop performance tasks using the
GRASPS model.
Introduction

“On assessment, measure what you

value instead of valuing only what you
can measure”

- Andy Hargreaves
 Introduction

Learning is a complex process. It entails not only

what students know but what they can do with what
they know.
Characteristics of 21 st Century Assessment
 Characteristics of 21st Century Assessment

1. Responsive – Visible performance-based work generates data

that inform curriculum and instruction.
 Characteristics of 21st Century Assessment

2. Flexible – Assessment needs to be adaptable to students’

settings. Rather than the identical approach that works in
traditional assessment, 21st century approaches are more
versatile.
 Characteristics of 21st Century Assessment

3. Integrated – Assessments are to be incorporated into the day-

to-day practice rather than as add-ons at the end of instruction or
during the specified week of the school calendar.
 Characteristics of 21st Century Assessment

4. Informative – The assessment results give information on

whether or not the desired and targeted 21st century skills which
are clearly stated and explicitly taught are realized.
 Characteristics of 21st Century Assessment

5. Multiple Methods – An assessment continuum that includes a

spectrum of assessment strategies is the norm.
 Characteristics of 21st Century Assessment

6. Communicated – Communication of assessment data is clear

and transparent for all stakeholders.
 Characteristics of 21st Century Assessment

7. Technically Sound – For fairness, adjustments and

accommodations are made in the assessment process to meet
students’ needs.
 Characteristics of 21st Century Assessment

8. Systematic – 21st century assessment is part of comprehensive

and well-aligned system that is balanced and inclusive of all
students, constituents, and stakeholders and designed to support
improvement at all levels.
Current Trends in Assessment
 7 Current Trends in Assessment by Santrock (2009)

1. Using at least some performance-based assessment –

This means that the use of objective tests such as alternate
response, multiple choice and matching type is no longer
adequate. Objective test (traditional assessment) complements
performance-based assessment.
 7 Current Trends in Assessment by Santrock (2009)

2. Examining higher-level cognitive skills and emphasizing

integrated rather than isolated skills – These higher-level
cognitive skills include problem-solving, critical thinking,
decision-making, drawing of inferences, collaboration, and
strategic thinking.
 7 Current Trends in Assessment by Santrock (2009)

3. Using multiple assessment methods – To assess students, a

current trend is to use multiple methods (from multiple choice
test to essay, an interview, a project, a portfolio to self-evaluation).
 7 Current Trends in Assessment by Santrock (2009)

4. Having high performance standards including world-class

standards for interpreting assessment results – Let us set
standards high. Research says, “one’s level of performance is
lower than one’s level of aspiration.” it is therefore sound to
challenge students to meet high performance standards.
 7 Current Trends in Assessment by Santrock (2009)

5. Involving students in all aspects of assessment – It works if

the students are involved from the setting of expected targets to
be demonstrated after instruction to checking on their progress in
the course of the teaching-learning process and to finally
determine the extent to which they realize expected targets.
 7 Current Trends in Assessment by Santrock (2009)

6. Making standards and criteria public rather than private

and secretive – Mc Tighe (2013) says, ”the evaluative criteria
(such as rubrics) are presented and explained at the beginning.
Models of excellence, aligned to the criteria, are shown to provide
a clear ‘picture’ of desired performance. This may eliminate
students’ fear or unwelcoming attitude towards assessment.
 7 Current Trends in Assessment by Santrock (2009)

7. Using computers as part of assessment –With computerized

marking, immediate feedback may be given to students.
Recording of assessment results and their statistical analysis are
likewise facilitated with computers.
What and Why of Performance Assessment
 What and Why of Performance Assessment
In the act of learning, people obtain content knowledge,
acquire skills, and develop work habits—and practice the
application of all three to “real world” situations.
 What and Why of Performance Assessment
Performance-based learning and assessment represent a
set of strategies for the acquisition and application of
knowledge, skills, and work habits through the
performance of tasks that are meaningful and engaging
to students.
 What and Why of Performance Assessment

Performance-based learning and assessment are not a

curriculum design. Whereas you decide what to teach,
performance-based learning and assessment constitute a
better way to deliver your curriculum.
Features of Authentic/Performance
Assessment
 Features of Authentic/Performance Assessment by Hambleton
(1996)

1. An emphasis on doing ’open-ended activities for which

there is no correct, objective answer and that may assess
higher thinking – In many performance assessments, there is no
objective answer unlike in a true-false test or a multiple choice
test. Students have choice to construct their own responses which
may pose greater challenge for teachers as compared to
traditional but may give opportunity for students to develop
higher-level thinking skills.
 Features of Authentic/Performance Assessment by Hambleton
(1996)

2. Direct methods of evaluation – Authentic/Performance

assessments use direct method such as judging demonstration of
a dance step, oral presentations to assess speaking rather than
asking asking students to enumerate the dance steps in paper-
and-pencil test.
 Features of Authentic/Performance Assessment by Hambleton
(1996)

3. Self-assessment – In authentic/performance assessment,

students may be given the opportunity to assess their
performance with the use of scoring rubrics.
 Features of Authentic/Performance Assessment by Hambleton
(1996)

4. Assessment of group performance as well as individual

performance – Some performance/authentic assessment,
students may be given the opportunity to assess their
performance with the use of scoring rubrics.
 Features of Authentic/Performance Assessment by Hambleton
(1996)

5. Extended period of time – In contrast to traditional

assessment, performance/authentic assessment usually requires
an extended period time. In traditional assessment, a written test
may require an hour or less but the completion of a research
paper may require months and may be evaluated monthly to
check on students’ progress.
Types of Performance Assessment
 Types of Performance Assessment
Too often, we tend to assess student’s learning through
their outputs or products or through some kind of
traditional testing. However, it is important to assess not
only these competencies but also the processes which the
students underwent in order to arrive at these products
or outputs.
Types of Performance Assessment

Authentic Assessment is performance

assessment. The performance can either be:
A. Process-Oriented
B. Product-Oriented
 Types of Performance Assessment

The learner is made either to demonstrate the

skill or the process learned (process-oriented) or
show the product of the application of learned
knowledge and skills (product-oriented).
 Types of Performance Assessment

Examples:
A. Process-Oriented
- Demonstrating the skill of note reading
- Demonstrating the skill of conducting the singing of
Philippine National Anthem in Music class
Types of Performance Assessment

Examples:
A. Product-Oriented
- Power point presentation
- Position paper
- Poem composed
 Types of Performance Assessment

Authentic assessment demands genuine proof of

transfer of learning in real life situation which equates
it to the term DIRECT ASSESSMENT. The term direct
assessment implies that the learner has to
demonstrate concretely the knowledge and skill
learned.
PROCESS VS PRODUCT
 A. PROCESS-ORIENTED AUTHENTIC ASSESSMENT

Learning outcomes in the form of procedural knowledge

require demonstration of the process or procedure. Process-
oriented performance-based assessment is concerned with
the actual task performance rather than the output or
product of the activity.
 A. PROCESS-ORIENTED AUTHENTIC ASSESSMENT

A. Learning Competencies
- The Learning objectives in the process performance-based
assessment are stated in directly observable behaviors of
the students. The objectives generally focus on the
behaviors which exemplify a “best practice” for the particular
task. Such behaviors range from a “beginner” or “novice
level” up to the level of an “expert”.
 A. PROCESS-ORIENTED AUTHENTIC ASSESSMENT

B. Task Designing
- Learning tasks need to be carefully planned. In particular,
the teacher must ensure that the particular learning process
to be observed contributes to the overall understanding of
the subject or course.
 A. PROCESS-ORIENTED AUTHENTIC ASSESSMENT

B. Task Designing
- Some generally accepted standards for designing a task include:
q Identifying an activity that would highlight the competencies to be
evaluated.
q Identifying an activity that would entail more or less the same sets of
competencies.
q Finding a task that would be interesting and enjoyable for the
students.
 A. PROCESS-ORIENTED AUTHENTIC ASSESSMENT

B. Scoring Rubrics
- Rubric is scoring scale used to assess student performance
along a task-specific set of criteria. Authentic assessments
typically are criterion-referenced measures, that is, a
student’s aptitude on a task is determined by matching the
student’s performance against a set of criteria to determine
the degree to which the student’s performance meets the
criteria for the task.
 B. PRODUCT-ORIENTED AUTHENTIC ASSESSMENT

Student performance can be defined as targeted tasks that

lead to a product or overall learning outcome. These
students’ products are the concern of product-oriented
authentic assessment.
 B. PRODUCT-ORIENTED AUTHENTIC ASSESSMENT

A. Learning Competencies
- The learning competencies associated with products or
outputs are linked with an assessment of the level of
“expertise” manifested by the product. Thus, product-
oriented learning competencies target at least three (3)
levels: novice or beginner’s level, skilled level, and expert
level.
 B. PRODUCT-ORIENTED AUTHENTIC ASSESSMENT

A. Learning Competencies
- There are other ways to state product-oriented learning
competencies. For instance, we can define learning competencies
for products or outputs in the following way:
• Level 1: Does the finished product or project illustrate the
minimum expected parts or functions? (Beginner)
•
 B. PRODUCT-ORIENTED AUTHENTIC ASSESSMENT

A. Learning Competencies
• Level 2: Does the finished product or project contain the
additional parts and functions on top of the minimum
requirements which tend to enhance the final output? (Skilled)
• Level 3: Does the finished product contain the basic minimum
parts and functions, have additional features on top of the
minimum, and is aesthetically pleasing? (Expert)
 B. PRODUCT-ORIENTED AUTHENTIC ASSESSMENT

B. Task Designing
- How should a teacher design a task for product-
oriented performance-based assessment? The
design of the task in this context depends on what
the teacher desires to observe as outputs of the
students.
 B. PRODUCT-ORIENTED AUTHENTIC ASSESSMENT

B. Task Designing
- The concepts that may be associated with task
designing include:
a. Complexity. The level of complexity of the project
needs to be within the range of ability of the
students. Projects that are too simple tend to be
uninteresting for the students while projects that are
too complicated will most likely frustrate them.
 B. PRODUCT-ORIENTED AUTHENTIC ASSESSMENT

B. Task Designing
- b. Appeal. The project or activity must be
appealing to the students. It should be interesting
enough so that students are encouraged to pursue
the task to completion. It should lead to self-
discovery of information by the students.
 B. PRODUCT-ORIENTED AUTHENTIC ASSESSMENT

B. Task Designing
- c. Creativity. The project needs to encourage
students to exercise creativity and divergent
thinking. Given the same set of materials and
project inputs, how does one best present the
project? It should lead the students into exploring
the various possible ways or presenting the final
output.
 B. PRODUCT-ORIENTED AUTHENTIC ASSESSMENT

B. Task Designing
- d. Goal-Based. Finally, the teacher must bear in
mind that the project is produced in order to attain
a learning objective. Thus, projects are assigned to
students not just for the sake of producing
something but for the purpose of reinforcing
learning.
 B. PRODUCT-ORIENTED AUTHENTIC ASSESSMENT

C. Scoring Rubrics
- Using rubrics is one way that teachers can evaluate or
assess student performance or proficiency in any given task
as it relates to a final product or learning outcome.
 B. PRODUCT-ORIENTED AUTHENTIC ASSESSMENT

C. Scoring Rubrics
- The criteria for scoring rubrics are statements which
identify “what really counts” in the final output. The
following are the most often used major criteria for product
assessment:
• Quality Comprehensiveness
• Creativity Aesthetics
• Accuracy
 PERFORMANCE ASSESSMENT

Important Considerations:
•Learning Competencies
•Task Designing
•Scoring Rubrics
 LEARNING COMPETENCIES
.
•Competencies are defined as groups or
cluster of skills and abilities needed for
a particular task.
 An example of learning competencies for process-oriented
is given below:

TASK: Recite a Poem by Walt Whitman, “O Captain! My

Captain!”
OBJECTIVES: The activity aims to enable the students to recite a
poem entitled “O Captain! My Captain!” by Walt Whitman.
Specifically:
1. Recite the poem from memory without referring to notes;
2. Use appropriate hand and body gestures in delivering the
piece;
3. Maintain eye contact with the audience while reciting the
poem;
4. Create the ambience of the poem through
appropriate rising and falling intonation;
5. Pronounce the words clearly and with
proper diction.
The following competencies are simple competencies:
• speak with a well-modulated voice;
• Draw a straight line from one point to another point;
• Color a leaf with a green crayon.
The following competencies are more complex
competencies:
• Recite a poem with feeling using appropriate voice
quality, facial expressions and hand gestures;
• Construct an equilateral triangle given three non-
collinear points
• Draw and color a leaf with green crayon.
 TASK DESIGNING

Learning tasks need to be carefully

planned. In particular, the teacher must
ensure that the particular learning process to
be observed contributes to the overall
understanding of the subject or course.
Some generally accepted standards for designing a
task include:
üHIGHLIGHT the competencies
üENTAIL MORE or LESS the same sets of
competencies.
üINTERESTING
 Scoring Rubric
Rubric
- is a scoring scale used to assess student
performance along a task.
- is a generic scoring tool used to evaluate
a student’s performance in a given outcome
area. (McTighe & Ferrara)
 - is a rating system by which teachers can
determine at what level of proficiency a student is
able to perform a task or display knowledge of a
concept.
 Descriptors
- It spells out what is expected of
student’s at each level of performance.
- It helps the teachers more precisely
and consistently distinguish student work.
 2 Types of Rubric
1. Analytic Rubric
-articulates level of performance for each
criterion so the teacher can assess student performance
on each criterion.
-a scoring procedure in which products or
performance are evaluated for selected dimensions, with
each dimension receiving a separate score. (McTighe &
Ferrara)
2.Holistic Rubric
-does not list separate levels of
performance for each criterion. It assigns a level of
performance by assessing performance across
multiple criteria as a whole.
- a scoring procedure yielding a single
score based upon an overall impression of a
product or performance. (McTighe & Ferrara)
 Guidelines in Developing Observable Performance Criteria
Russell and Airasian (2012)

1. Select the performance or product to be assessed and either

perform it yourself or imagine yourself performing it.
2. List the important aspects of the performance or product.
3. Try to limit the number of performance criteria, so they all can
be observed during a student’s performance (3-5).
4. If possible, have groups of teachers think through the
important criteria included in a task.
5. Express the performance in terms of observable student
behaviors or product characteristics.
 Guidelines in Developing Observable Performance Criteria
Russell and Airasian (2012)

6. Do not use ambiguous words that cloud the meaning of the

performance criteria.
7. Arrange the performance criteria in order in which they are
likely to be observed.
8. Check existing performance criteria before defining your own.
 TOOLS IN ASSESSING PERFORMANCE-BASED
ASSESSMENT

1. Anecdotal/Narrative records

- These are notes based on the teac her’s obser vations

about the students as the y perfor m an assessment
task.
 TO O L S I N ASSESSI NG PE RFO RM ANCE- BAS E D
ASSESSM E NT

2. O bs er vatio nal Chec klist

- A c hec klist consists of a list of behaviors,

c haracteristics, or activities and a place for
marking w hether eac h is present or absent.
 TO O L S I N ASSESSI NG PE RFO RM ANCE- BAS E D
ASSESSM E NT

3. R ating S cale

- A rating scale assesses the de g ree to w hic h a

student has attained the learning outcomes
linked to a performance task.
- The three most common types are numeric,
g raphic, and descriptive scales
 TO O L S I N ASSESSI NG PE RFO RM ANCE- BAS E D
ASSESSM E NT

4. S co ring rubric

- A scoring rubric is a type of rating scale on whic h eac h

l e v e l h a s a c o m p l e t e d e s c r i p t i o n o f p e r fo r m a n c e a n d
q u a l i t y. I t l a y s o u t c r i t e r i a fo r d i f fe re n t l e v e l s o f
p e r fo r m a n c e, w h i c h a re u s u a l l y d e s c r i p t i v e r a t h e r t h a n
n u m e r i c a l ( Ru s s e l l & A i r a s i a , 2 0 1 0 ) .
 TO O L S I N ASSESSI NG PE RFO RM ANCE- BAS E D
ASSESSM E NT

General steps in preparing a rubric

1 . S e l e c t a p ro c e s s o r p ro d u c t t o b e t a u g h t .
2 . S t a t e p e r fo r m a n c e c r i t e r i a fo r t h e p ro c e s s o r p ro d u c t .
3 . D e c i d e o n t h e n u m b e r o f s c o r i n g l e v e l s fo r t h e r u b r i c ,
u s u a l l y t h re e t o f i v e.
4 . S t a t e t h e d e s c r i p t i o n o f p e r fo r m a n c e a t t h e h i g h e s t
l e v e l o f s t u d e n t p e r fo r m a n c e.
5 . S t a t e t h e d e s c r i p t i o n s o f p e r fo r m a n c e a t t h e re m a i n i n g
s c o r i n g l e v e l s ( e. g. , “ g o o d ” a n d “ p o o r ” l e v e l s )
 TO O L S I N ASSESSI NG PE RFO RM ANCE- BAS E D
ASSESSM E NT

General steps in preparing a rubric

6 . C o m p a re e a c h s t u d e n t ’s p e r fo r m a n c e w i t h e a c h s c o r i n g
level.
7 . S e l e c t t h e s c o r i n g l e v e l c l o s e s t t o a s t u d e n t ’s a c t u a l
p e r fo r m a n c e o r p ro d u c t .
8. Grade the student.
 TO O L S I N ASSESSI NG PE RFO RM ANCE- BAS E D
ASSESSM E NT

Advantages of Us ing a Scoring R ubric

Fo r Teac hers :

• I t h e l p s i n s p e c i f y i n g c r i t e r i a t o fo c u s i n s t r u c t i o n o n w h a t i s
important;
• It helps in increasing the consistenc y of assessments;
• I t h e l p s i n l i m i t i n g a r g u m e n t s ov e r g r a d i n g b e c a u s e c l e a r
criteria and scoring levels reduce subjectivity; and
• I t h e l p s b y p r ov i d i n g d e s c r i p t i o n s o f s t u d e n t p e r fo r m a n c e
t h a t a r e i n fo r m a t i v e t o b o t h t h e p a r e n t s a n d t h e s t u d e n t s.
 TO O L S I N ASSESSI NG PE RFO RM ANCE- BAS E D
ASSESSM E NT

Advantages of Us ing a Scoring R ubric

Fo r S tudents :

• It helps by clarifying the teac her’s expectations about

perfor mance;
• It helps by pointing out what is impor tant in a process or
product;
• It helps by letting them monitor and critique their own work; and
• It helps by providing c learer perfor mance infor mation than
traditional letter g rades provide.
 DE V E LO PI NG PE RFO RM ANCE TASK

To develo p meaningful perfo rm anc e as s ess m ent tasks

that will reveal the learning that teac hers ho pe to s ee,
educato rs need to take an asses sm ent pers pec tive
fro m the beginning , Wig gins believes.
 DE V E LO PI NG PE RFO RM ANCE TASK

Per Wig gins & M c Tighe ( 2006) , the ro o t o f a

perfo rm anc e task is a pro blem whic h is no t to be
co nfus ed with an exerc is e.
 DE V E LO PI NG PE RFO RM ANCE TASK

An exerc is e “ invo lves a straightfor ward exec utio n o f a

‘move’ o ut of co ntex t ”. I n other wo rds , exerc ises are
dis c rete.

Pro blem s , o n the other hand, involve integratio n o f

knowledge and s kills as applied to a pro blem des igned
to s im ulate “ real- wo rld” s c enario s .
 DE V E LO PI NG PE RFO RM ANCE TASK

To achieve this kind of understanding, Edmund J. Hansen (2011)

provides some additional guidelines for designing performance task
assessments:
•“Be realistically contextualized,
•Require judgement and innovation,
•Ask the student to ‘do’ the subject,
•Replicate key challenging situations in which professionals are truly
‘tested’ in their field,
•Assess the student’s ability to use a repertoire of knowledge and skill,
and
•Allow appropriate opportunities to rehearse, practice, and get feedback.”
 GR AS P M O DE L

Goal, Role, Audience, Situation, Products, Standards (GRASPS)

model:
A guide to developing authentic performance tasks
GRAPS is a model advocated for by Grant Wiggins and Jay
McTighe to guide teachers in designing authentic
performance-based assessment.
 GR AS P M O DE L

Constructing an assignment based on these guidelines can be tricky, but Wiggins

and McTighe’s GRASPS model is an excellent starting point. GRASPS is an
acronym for:
•Goal – established the challenge, issue or problem to solve.
•Role – give students a role that they might be taking in a familiar real-life situation.
•Audience – identify the target audience whom students are solving the problem
for or creating the product for.
•Situation – create the scenario or explain the context of the situation.
•Product, Performance, and Purpose – paint a clear picture of the WHAT and
WHY of the product creation or the performance.
•Standards and Criteria for Success – informed students how their work will be
assesses by the assumed audience.
 GR AS P M O DE L

Through the use of the GRASPS assessment model,

teachers can create opportunity for students to develop the
metacognition.
 GR AS P M O DE L

During the process of the product creation, teachers provide

both explicit and implicit feedback and guide students to
monitor their progress. Frequent check-ins are essential.
 Differentiating Performanc e Tasks for Diverse L earners

Differentiation is an instructional strategy used at all levels

of K-12 education to meet the needs of students with diverse
abilities.

Incorporating Project Based Learning (PBL)

through performance tasks is an effective strategy that
teachers can use that creates opportunities to differentiate the
learning experience.
 Differentiating Performanc e Tasks for Diverse L earners

Performance tasks help teachers easily differentiate the way

students demonstrate and apply their learning because they
provide a variety of product options. Though all students must
show evidence of learning, differentiation in this area means
that it does not have to be delivered in the same medium.
 Differentiating Performanc e Tasks for Diverse L earners

From a list of Zach Burrus, Dave Messer and Judith Dodge, here
are some ways of differentiating assessments:
•Designing tiered activities
•Scaffolding struggling learners
•Challenging advanced learners with more mid-stimulating activities
•Adjusting questions
•Compacting
•Flexible grouping
•Flexible assignments and tasks based on students’ learning styles
•Learning contracts